“hip hop history” · “hip hop history” n program overview hip hop history is a program...

“Hip Hop History”

n PROGRAM OVERVIEW Hip Hop History is a program

designed to incorporate history into students’ modern lives. The foundation of the program incorporates mnemonic devices into learning Social Studies in the form of rap lyrics. Hip Hop History allows students to bring the ancient world and governments into the world around them. Students are engaged with the music and the ability to write lyrical rhymes about their content and learning. Connections are made during learning and students are more engaged in the lessons. Implementing Flocabulary into the classroom has been a great learning experience with my classes.

n OVERALL VALUE The program’s value has been

measured by monitoring and comparing students’ test data on the county quarterly exams, as well as class grades. Since incorporating Hip Hop History, my student’s have demonstrated more learning growths, created meaningful connections to content, and have increased motivation and engagement. Students are presented material in fun, catchy, and modern forms. Students are excited by creating their own lyrical poems and raps about history having their creativity performed.

FSA Test data shows that a majority of my 122 students scored a 320 or lower. 65% of my students are a level 1 or level

For further information contact…

Lindsey SmootKathleen Middle School

3627 Kathleen Pines Road Route A

Lakeland, FL 33810863-853-6040

[email protected]@gmail.com

2016 - 2017 IDEA CATALOG OF EXCELLENCE

2, below grade level. Using Flocabulary has allowed my students to make real world connections between history and the modern world. Encouraging them to use hip hop lyrics in their assignments has increased their content knowledge and their vocabulary comprehension.

After implementing and exploring the Hip Hop History lessons and proving instructional lessons incorporating the rhyming techniques and summaries into our curriculum, 53% of my students improved on the FAIR reading data. 87 students completed the FAIR 1 and the FAIR 2 assessment with 52/87 students (53%) improving both their reading comprehension and their l iteracy success percentage.

After introducing the students to the Flocabulary videos and review methods, students were introduced to the rhyming dictionaries. Students were asked to use certain vocabulary words and content words in their rhymes while making the lyrics relevant to the topic. Students not only improved their vocabulary and reading comprehension, but vastly improved their content knowledge. On the Social Studies 1st quarter assessment, 87 of 106 students scored a Needs Improvement or lower (82%). The Polk County average score was 56.4% and Kathleen Middle had an average score of 51.5%. On the 2nd quarter assessment, 64 out of 93 students (68%) scored Needs Improvement or lower. Although it is an improvement, the data most surprising

is that the Polk County average score was 47.1% but my students average score was 64.8%! After implementing and encouraging the use of rhymes and lyrical review, my students improved nearly 20 points!

n LESSON PLAN TITLES• Who, What, Where, When, & Why?• FertileCroissant• HistoryFlow

n MATERIALS • Projector• LightspeedorMicrophone• Photocopiedworksheets• Flocabularymembership• Optional: rhyming dictionaries or

online rhyming dictionaries

n ABOUT THE DEVELOPERLindsey Smoot currently teachers

7th grade Civics at Kathleen Middle School. She had previously taught Social Studies at Bill Duncan Opportunity Center where she won Teacher of the Year in 2012. Ms. Smoot has a Master Degree in Criminal Justice and Bachelor’s Degrees in Psychology and Sociology. She has been teaching at Polk County School Board for 7 years and currently coaches Boys Soccer and Academic Team.

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“Hip Hop History” Lindsey SmootLP No 1: Five Elements of a Story - Who, What, Where, When & Why?

n SUBJECTS COVEREDEnglish/Language Arts, Reading, and Social Studies

n GRADESSixth

n OBJECTIVES Students will…

… understand the Five Elements of a Story (setting, plot, characters, conflict, and theme) and applythem to a historical context.

n STANDARDS Florida StandardsLanguage Arts and MathL A F S . 6 . L . 3 . 5 : D e m o n s t r a t e

unders tand ing o f f i gura t i ve language, word relationships, and nuances in word meanings.a Interpretfiguresofspeech(e.g.,

personification)incontext.b Use the relationship between

particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

c Distinguish among the connota-tions (associations) of words with similar denotations

(definitions)(e.g.,stingy,scrimping,economical, unwasteful, thrifty).

LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

LAFS.6.W.1.3: Write narratives to d e v e l o p r e a l o r i m a g i n e d experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Sunshine State StandardsOther Content AreasSS.6.W.2.7: Summarize the important

achievements of Mesopotamian civilization.

n MATERIALS• FlocabularyGraphicOrganizer:

The Five Elements of a Story (1 copy per student)

• FlocabularyGraphicOrganizer:Analyze or Write a Story (1 copy per student)

• Document Camera or SmartBoard

• Projector• LightSpeedMicrophone• FlocabularyMembership• Copiesofthelyricsorprojectthe

lyrics using the computer

n VOCABULARY• Setting• Plot• Characters• Conflict• Theme

n DIRECTIONS • UsingtheFlocabulary.comwebsite,

access The Five Elements of a Story video. Using the projector and microphone system in your classroom, ask the students to watch the video and complete the Definition and the Examples in the Song columns on their graphic organizer.

• Afterwatching the video and thestudents completed the first two columns, review and ask students to share their definitions for eachelement. While projecting or reading thelyrics,askstudentsforspecificexamples mentioned in the song.

• Togetherasawholeclass,providesome context samples in the Your Examples column. The teacher can give some examples and ask for student input so students can create a clear connection between the story elements and the social studies content.

• Theteachercangive1-2examplesand ask the students to work with a should partner or independently to give another 3-4 examples so that each box has a minimum of 5 relevant content examples.

• AftercompletingTheFiveElementsgraphic organizer, students will complete the Analyze or Write a Story graphic organizer. For each of thefiveelements,studentswillwritea short piece of the story using their content area and the story format.


“Hip Hop History” Lindsey SmootLP No 1: Five Elements of a Story - Who, What, Where, When & Why? (cont.)


• I have included the teacher ledexample for the introduction of this lesson using Mesopotamia as my content.

n ACCOMMODATIONS The teacher can use a document

camera and lead as a whole group for thefirst timemakingsurestudentsunderstand the literary and language arts connections to the social studies content area.

n EVALUATION/ASSESSMENT Completion of the graphic organizers

with the students own original ideas and connectionstothecontentarea.Havethe students complete the Analyze or Write a Story graphic organizer will demonstrate a students strength in applying their content knowledge rather than just reading it.

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“Hip Hop History” Lindsey SmootLesson Plan No 2: The Fertile Croissant


n SUBJECTS COVEREDEnglish/Language Arts, Reading, and Social Studies

n GRADESSixth


… use metaphorical speech and apply language ar ts writing elements to a historical context.











n MATERIALS• Croissants(1perstudentora

half if students are to share)• Notebookpaper• Writingutensils• TheFlocabularyFormulagraphic

organizer (1 copy per student)• Documentcamera• Projector• Flocabularywebsite• TheFertileCrescentlyrics

(copied or projected)

n VOCABULARY• Croissant• KingHammurabi• Applause• Phoenicians• FertileCrescent

“Hip Hop History” Lindsey SmootLesson Plan No 2: The Fertile Croissant (cont.)


n DIRECTIONS • Each student wil l be given a

croissant (or a croissant to share between students if necessary).

• Students w i l l be d iscuss ingmetaphors and comparing how the croissant is shaped like a crescent and why the Fertile Crescent is named for its shape. Students will draw a picture of a croissant and label it The Fertile Croissant and list what we know about croissants.

• Work ing f rom the c ro issantbackwards to farming, students will complete a graphic organizer for the creation of a croissant. The Fertile Croissant-> Teacher buys croissants -> Bakers baked the croissants -> Baker needs supplies suchasflour->Farmersgrowwheatcrops(wheat=flour)->StableFoodSupply -> Irrigation of Crops

• I have attached the example Iused in my classroom. I used the document camera and led the class as gradual release since this was ourfirstattempt.

• The c lass wil l then view theFlocabulary video The Fer tile Crescent and use the lyr ics/video to take notes comparing the connection between irrigation of crops and a stable food supply in the Fertile Crescent to the materials and process needed for bakers to prepare items such as croissants.

• Students will then complete theFlocabulary Formula graphic organizer introducing the lyrical rhyming of the content. Together, as a class using a document camera, work through the graphic organizer together as an introduction. I used the word Laws and created a rhyme:

“Written down rules those are laws KingHammurabishould get an applause. Mesopotamia’s in the Fertile Crescent, it grows crops the other land doesn’t”.

n ACCOMMODATIONS Students can use a rhyming

dictionary to assist in finding words that rhyme and coming up with different variations of the same idea.

n EVALUATION/ASSESSMENT Completion of the note portion of the

graphic organizer. The students original ideas considering the rhyming of the central idea presented for the content.

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“Hip Hop History” Lindsey SmootLesson Plan No 3: Hip Hop History


n SUBJECTS COVEREDLanguage Arts and Social Studies

n GRADESSixth


… apply metaphorical language and content vocabulary to create historical based rhymes to demonstrate comprehension.











n MATERIALS• TheFlocabularyFormulaGraphic

Organizer (1 per student)• RhymingDictionaries

n VOCABULARY• Phalanx• Persian• AegeanSea• MediterraneanSea• Spartans

n DIRECTIONS • Studentswill replicate themethod

used dur ing the whole group completion of the Flocabulary Formula graphic organizer. Students will complete their own graphic organizer and write a set of rhymes using their content vocabulary and their language arts standards.

• Ihaveattachedastudentsampleofa rhyme they wrote considering the GreeksandtheMediterraneanarea.

n ACCOMMODATIONS Students can work in shoulder part-

ners while using a rhyming dictionary. Students can use more teacher led writing if necessary.

n EVALUATION/ASSESSMENT Complete rhyming poem/narrative

based on content vocabulary.

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Materials Budget SUPPLIER ITEM # AND DESCRIPTION COST QUANTITY TOTAL COST

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Teacher _________________________________________

School __________________________________________

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Subtotal

Tax if applicable

Shipping if applicable

TOTALBUDGETAMOUNT

“Hip Hop History” Lindsey SmootLesson Plans Materials Budget


Lindsey Smoot

Kathleen Middle School

flocabulary.com FlocabularyMembership 96.00 1 96.00Amazon.com Canon Color Laser Printer 119.99 1 119.99Walmart.com 18 Count Mini Croissants 6.00 7 42.00Amazon.com Rhyming Dictionaries 7.19 16 $115.04

$373.03

20.79

6.19

$400.00

“Hip Hop History” Lindsey SmootRubric


Score 4 3 2 1

The Five Elements

Conventions

Vocabulary

Sentences

Plot

Total

All 5 story elements are present and used

properly.

The rhymingincludes correct

conventionsincluding proper

spelling andgrammar.

Student uses atleast 10 content

vocabulary wordsin the rhyming

writing.

Student consistently uses correct sentencestructure and context

clues to convey meanings of a literal

or metaphoricalsense.

Student clearlydevelops a plot throughout the rhyming writing and allows the reader to learn

historical content.

Missing one storyelement.

Very few grammatical or

spelling mistakesare made.

Mistakes do not distract the reader.

Student uses atleast 8-9 contentvocabulary words

in the rhymingwriting.

Student sometimes uses correct sentencestructure and context

clues to convey meanings of a literal

or metaphoricalsense.

Student partiallydevelops a plot throughout the rhyming writingand allows thereader to learn

historical content.

Missing two storyelements.

Some spelling andgrammatical

mistake are made. Mistakes may

distract the reader from

comprehension.

Student uses atleast 6-7 contentvocabulary words

in the rhymingwriting.

Student rarely uses correct sentence

structure and context clues to

convey meanings of a literal or

metaphorical sense.

Student somewhatdevelops a plotthroughout therhyming writingand allows thereader to learn

historical content.

Student Name _______________________________________________________________

Missing threestory elements.

Many spelling andgrammatical

mistakes are made. These mistakes distract a reader

and affectcomprehension.

Student uses 5 or less content

vocabulary wordsin the rhyming

writing.

Student does notuse correct

sentence structureand context clues

to convey meanings of a literal or

metaphorical sense.

Student does notclearly develop aplot throughout

the rhymingwriting and allowsthe reader to learnhistorical content.

“hip hop history” · “hip hop history” n program overview hip hop history is a program...

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